Bridging the digital divide: Unmasking socioeconomic barriers to equitable access to digital tools in education

Ojong, Akem Solange (2025) Bridging the digital divide: Unmasking socioeconomic barriers to equitable access to digital tools in education. International Journal of Science and Research Archive, 15 (1). pp. 1285-1300. ISSN 2582-8185

Digital tools, online platforms, multimedia resources, and internet-connected devices are now central to higher and online education. While these technologies offer flexibility and personalized learning, access remains unequal, especially for students from low-income and rural backgrounds. This review examines how socioeconomic factors influence students’ ability to access and benefit from digital education. Drawing on research published between 2015 and 2024, it applies Van Dijk’s Theory of the Digital Divide and the Framework for Inquiry into the Technological Divide to analyze four levels of access: motivation, material resources, digital skills, and actual use. It also uses a digital inclusion model to explore how income, education, location, and social background shape students’ digital opportunities. Studies were organized and managed using the Mendeley reference tool. The findings reveal clear patterns of inequality in device availability, internet access, and digital literacy, all of which affect academic outcomes. The review also highlights how parenting styles, gender norms, and educational settings further influence digital access. These insights call for urgent action. Educational policies must move beyond simply providing technology and instead address the social and cultural barriers that limit full digital participation. The review offers recommendations for a more inclusive approach to ensure that all students, not just the privileged, can succeed in digital learning environments.